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Borgman on the relationship of knowledge mobilization scholarship, similarities and differences:

once collections of information resources are online, they become available to multiple communities. Researchers can partner across disciplines, asking new questions using each other's data. Data collected for policy purposes can be used for research and vice versa. Descriptions of museum objects created for curatorial research purposes are interesting to museum visitors. Any of these resources may also be useful for learning and instruction.
nevertheless, making content that was created for one audience useful to another is a complex problem. Each field that is on vocabulary, data structures, and research practices. People ask questions in different ways, starting with familiar terminology. Repurpose sing of research data for teaching can be especially challenging. Scholars goals are to produce knowledge for their community, while student schools are to learn the concepts and tools of a given field. These two groups have different levels of expertise in both disciplinary knowledge in the use of data and information resources. Different descriptions, tools, and services may be required to share content between audiences.

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Faculty members have the capacity to create their own meaning and feel comfortable and enjoy making sense of the thematic arrangement of objects. Students, on the other hand, usually sought out interpretive devices, like text labels, for an explanation of how they were “supposed to feel.” Further, students did not perceive the thematic organization of the works of art as the interpretive device, whereas faculty did. While most faculty used the text labels to reinforce their own thinking and reassure them they were on the right track, most students used the text labels as their entry point to understanding and experiencing the exhibition.